Preservice teacher efficacy in mathematics
Subtitle: experiences of learning to teach using reform-based strategies
By: by Catherine Diane Bruce.
Published: 2006
Language: eng
Number of pages: 198
ISBN-13: 9780494157633
Subjects: Student teachers.; Mathematics teachers -- Training of.; Mathematics -- Study and teaching.
Description: In a qualitative study, self-efficacy and the learning trajectories of elementary teacher candidates teaching mathematics were examined. The site for this study was a newly established Faculty of Education in an Ontario, Canada University. Participants in the study were preservice teachers enrolled in a mathematics methods course. Data sources included open-ended surveys, observations, focus group and individual interviews, and math logs. Because the study focused on participant experiences, qualitative methods of Constructivist Grounded Theory were used: a zig-zag approach of data collection and analysis included open coding of transcripts and texts; active code and theory notes and visual maps to clarify and confirm understanding of the data. Key sources of efficacy information, strategies for enhancing efficacy in methods courses, and methodological considerations of Grounded Theory all emerged and intersected with the theoretical frameworks of teacher efficacy and reform-based mathematics teaching. The study identified challenges and successes preservice teachers experienced and recommends strategies to facilitate enhanced teacher efficacy in mathematics.
Notes: Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2086.

Thesis (Ph.D.)--University of Toronto, 2006.

Includes bibliographical references (leaves 175-184)